Transformation Toolkit

Toolkit for Implementing the School Improvement Grant Transformation Model

Carole Perlman, Carol Chelemer, Sam Redding

Center on Innovation & Improvement www.centerii.org

2011

 The Center on Innovation & Improvement (CII) grants the use, modification, and adaptation of this document without reservation for states, districts, schools, and agencies serving them. Attribution to CII is appreciated. The Center on Innovation & Improvement is a national content center in the comprehensive center system, funded by the U.S. Department of Education.

Center on Innovation & Improvement 121 N. Kickapoo Street Lincoln, IL 62656 217-732-6462 www.centerii.org Information Tools Training Positive results for students will come from changes in the knowledge, skill, and behavior of their teachers and parents. State policies and programs must provide the opportunity, support, incentive, and expectation for adults close to the lives of children to make wise decisions. The Center on Innovation & Improvement helps regional comprehensive centers in their work with states to provide districts, schools, and families with the opportunity, information, and skills to make wise decisions on behalf of students. The Center on Innovation & Improvement is administered by the Academic Development Institute (Lincoln, IL) in partnership with the Temple University Institute for Schools and Society (Philadelphia, PA) and Little Planet Learning (Nashville, TN).
A national content center supported by the U. S. Department of Educations Office of Elementary and Secondary Education. Award #S283B050057 The opinions expressed herein do not necessarily reflect the position of the supporting agencies, and no official endorsement should be inferred.

2010 Center on Innovation & Improvement, Academic Development Institute, Lincoln, Illinois 2

Contents
Part I: How to Use the Transformation Toolkit Page 5 List of Action Items .. Page 11

Part II: Achieving a Successful Transformation .. Page 15 Strand A: Establishing and Orienting the District Transformation Team. Page 17 Strand B: Moving Toward School Autonomy Page 21 Strand C: Selecting a Principal and Recruiting Teachers. Page 25 Strand D: Working with Stakeholders and Building Support for Transformation.. Page 31 Strand E: Contracting with External Providers. Page 35 Strand F: Establishing and Orienting the School Transformation Team.. Page 39 Strand G: Leading Change (Especially for Principals).. . Page 41 Strand H: Evaluating, Rewarding, and Removing Staff. Page 45 Strand I: Providing Rigorous Staff Development Page 53

Strand J: Increasing Learning Time.. Page 57 Strand K: Reforming Instruction. Page 61

PART I: How to Use the Transformation Toolkit


Resources from the Comprehensive Technical Assistance Centers See the School Improvement Grant section of the Center on Innovation & Improvements website at: www.centerii.org. For help in deciding which model is best, see Selecting an Intervention Model and Partners/External Providers at: www.centerii.org. Also see the Handbook on Effective Implementation of School Improvement Grants and the Power Points and pre-recorded webinars on the models at www.centerii.org. See the websites of the national content centers and regional comprehensive centers for many resources related to school improvement and transformation. A directory of national content center websites is available at: http://www.centerii.org/ncc/ . A directory of regional comprehensive center websites is available at: http://www.centerii.org/rcc/

Toolkit for Implementing the School Improvement Grant Transformation Model Center on Innovation & Improvement
Purposes
This document is intended for use after the LEA has determined that the Transformation model is the best fit for the school. The purposes of this document are to: outline action items involved in implementing the School Improvement Grant (SIG) Transformation model and provide tools and resources to help districts and school implement the Transformation model.

Transformation Model Requirements

Under the SIG Transformation model, the LEA replaces the principal with a highly capable principal with either a track record of transformation or clear potential to successfully lead a transformation (although the LEA may retain a recently hired principal where a turnaround, restart, or transformation was instituted in the past two years, and there is tangible evidence that the principal has the skills necessary to initiative dramatic change); implements a rigorous staff evaluation and development system; rewards staff who increase student achievement and/or graduation rates and removes staff who have not improved after ample opportunity; institutes comprehensive instructional reform; increases learning time and applies community-oriented school strategies; and provides greater operational flexibility and support for the school.

How the Toolkit Is Organized

The action items have been organized into the following strands. We intentionally included many strands and action items in order to provide comprehensive resources for as many different needs and users as possible. No reader is expected to need or use every strand or action item (see the section below, How to Use This Toolkit,). The strands and the primary target audience(s) for each strand are shown in the table below. Primary Target Audience(s) School A: Establishing and Orienting the District Transformation Team B: Moving Toward School Autonomy C: Selecting a Principal and Recruiting Teachers D: Working with Stakeholders and Building Support for Transformation E: Contracting with External Providers F: Establishing and Orienting the School Transformation Team G: Leading Change (Especially for Principals) H: Evaluating, Rewarding, and Removing Staff I: Providing Rigorous Staff Development J. Increasing Learning Time K. Reforming Instruction District State

Toolkit Strand

The action items in this document are not necessarily sequential. Some strands, such as selecting a principal, more easily lend themselves to sequencing than others, e.g., working with stakeholders, where the items will overlap with one another and may be carried out in different order. Exact timelines will vary, depending on LEA and school circumstances. Districts and schools may use the first column of the tables below to enter their own timelines. Note that action items from several strands must be undertaken concurrently in order to meet your implementation target date. Except as noted, nearly all of action items below apply to districts because so much of the initial implementation work is carried out or guided by the district. Some items, such as examining current state policies, clearly fall under the purview of the state education agency (SEA) as well as the district. Other items, e.g., forming an implementation team and working with stakeholders (Strands A, D, and F), will apply at both the district and school level. The districts will need support from their state education agency (SEA), just as the schools will need support from their districts.

How to Use This Toolkit

To reiterate, you are not expected to need or use every strand or action item in the toolkit. How you use it will depend on what you are trying to do, how far along you are in the process, and the particular kind of assistance you need. For your convenience, each tool and reference is accompanied by a link to a useful web site. Here are a few examples. Example 1: Suppose you are a district administrator who needs to develop a timeline for recruiting new principals. Looking through the list of strands, you locate Strand C, Selecting a Principal, and scan the action item column to find out which items apply in your situation. You can use the space marked Timeframe in the first column to enter target dates for each of the relevant items. Example 2: Suppose you are a district administrator and have interviews scheduled with several principal candidates. You want some tips on what questions to ask to find a good turnaround leader. Looking once again at Strand C, Selecting a Principal, you find that it includes the action items Prepare to interview candidates and Interview candidates. Both have associated tools, including sample questions to ask and ways to record and rate candidates responses. Example 3: Suppose you are a member of a group of principals and district staff trying to find ways to let teachers and parents know about the transformation, proactively deal with their concerns, and get them to support the transformation. Strand D, Working with Stakeholders and Building Support for Transformation in Districts and Schools, provides many tools and resources. Those in the first action item specifically pertain to creating a plan to work with stakeholders. Other action items deal more specifically with communicating the need for change, building support for it and helping people overcome resistance to change. Example 4: You are the principal of a transformation school looking for some materials to bring your school transformation team members up to speed on how other schools have accomplished turnarounds. In Strand E, the tools and resources for the action item Provide team members with information on what the school can to do promote rapid improvement will give you what you need.

A Note on Terminology
You may notice that many of the resources below use the terms turnaround or restructuring, rather than transformation. There are various definitions of those terms, but in general, turnarounds are situations where substantial improvement occurs rapidly. Restructuring involves changes in the very structure of an organization, including changes in who makes decisions and how they make them. The SIG Transformation model involves both turnaround and restructuring, so despite the differences in terminology, all of the resources below do, in fact, apply to the Transformation model.

A Note on Other Uses for this Toolkit

Under the School Improvement Grants, the Local Education Agency (LEA) selects one of four intervention models for each low-achieving school. The intervention models are: Turnaround, Transformation, Closure, and Restart. The Turnaround and Transformation models are similar except that the Turnaround model requires removal of all staff and rehiring of no more than half the staff at the onset. Consequently, much of what appears below will apply to both of those models. The Restart model requires that the LEA assign operational authority to either a Charter Management or External Management Operator. However, the LEA retains its accountability for results and may find items in the toolkit helpful in its selection and oversight responsibilities.

Primary Resources and Abbreviations

Some strands may have general resources not tied to a particular action item and some resources are cited several times. You may find it convenient to save a copy of some resources for use offline. The following resources appear in the greatest number of references, with abbreviations noted.
Actions and Results = School Turnarounds: Actions and Results, retrieved from www.centerii.org/survey Breaking the Habit = Breaking the Habit of Low Performance, retrieved from www.centerii.org/survey Change Toolkit = Reinventing Education Change Toolkit. The Reinventing Education Change Toolkit, www.reinventingeducation.org, a web-based set of tools for planning and managing the change process, is the result of collaboration by IBM, the Council of Chief State School Officers, the National Association of Elementary School Principals, and the National Association of Secondary School Principals. Free registration is required. Users may enter and save their comments and records. Choosing a Contractor = Choosing an Education Contractor: A Guide to Assessing Financial and Organizational Capacity, retrieved from http://www.financeproject.org/publications/CSRQconsumerguide.pdf District Pathways = Exploring Pathways to Rapid District Improvement, retrieved from www.centerii.org/survey IES Turnaround Report = Turning Around Chronically Low-Performing Schools, retrieved from www.centerii.org (see search engine for Restructuring and Turnarounds) Restructuring Handbook = Handbook on Restructuring and Substantial School Improvement, retrieved from www.centerii.org/survey School Turnaround Leaders = School Turnaround Leaders: Selection Toolkit, retrieved from http://www.publicimpact.com/images/stories/publicimpact/documents/Turnaround_Leader_Selection_Toolkit.pdf Selecting a Model and Partners = Selecting an Intervention Model and Partners/External Providers, retrieved from www.centerii.org (Click on School Improvement Grants) SIG Handbook = Handbook on Implementation of School Improvement Grants, retrieved from www.centerii.org/survey . The following abbreviations are used to indicate authorship in SIG Handbook citations: - AACC = Assessment and Accountability Comprehensive Center - NCCTQ = National Comprehensive Center for Teacher Quality - CII = Center on Innovation & Improvement - NHSC = National High School Center - COI = Center on Instruction SIG PPTs and Webinars = Series of PowerPoints and webinars on the intervention models at www.centerii.org (click on School Improvement Grants) Staff Dismissals = Performance Based Staff Dismissals, retrieved from www.centerii.org/survey The Mega System = The Mega System: Deciding. Learning. Connecting, retrieved from www.centerii.org/survey Tough Decisions = Tough Decisions: Closing Persistently Low-Performing Schools, retrieved from www.centerii.org/survey What Works When = School Restructuring: What Works When? A Guide for Education Leaders, retrieved from http://www.centerforcsri.org/files/School_Restructuring_Guide.pdf

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Implementing the School Improvement Grant

Transformation Model
Center on Innovation & Improvement
List of Action Items
Strand A: Establishing and Orienting the District Transformation Team 1. Appoint a district transformation team 2. Assess team and district capacity to support transformation 3. Provide team members with information on what districts can do to promote rapid improvement 4. Designate an internal lead partner for each transformation school Strand B: Moving Toward School Autonomy 1. Examine current state and district policies and structures related to central control and make modifications to fully support transformation 2. Reorient district culture toward shared responsibility and accountability 3. Establish performance objectives for the school 4. Align resource allocation (money, time, human resources) with the schools instructional priorities 5. Consider establishing a turnaround office or zone (to also include transformations and other models) 6. Negotiate union waivers if needed Strand C: Selecting a Principal and Recruiting Teachers 1. Determine whether existing principal in position for two years or less has the necessary competencies to be a transformation leader 2. Advertise for candidates in local newspapers, publications such as Education Week, regional education newsletters or web sites; alternatively, engage a search firm 3. Screen candidates 4. Prepare to interview candidates 5. Interview candidates 6. Select and hire principal 7. Establish a pipeline of potential turnaround leaders 8. Recruit teachers to support the transformation Strand D: Working with Stakeholders and Building Support for Transformation 1. Assign transformation team members the task of creating a plan to work and communicate with stakeholders prior to and during implementation of the transformation

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2. 3. 4. 5. 6. 7. Announce changes and anticipated actions publicly; communicate urgency of rapid improvement, and signal the need for rapid change Engage parents and community Build support for transformation Establish a positive organizational culture Help stakeholders overcome resistance to change Persist and persevere, but discontinue failing strategies

Strand E: Contracting with External Providers 1. Identify potential providers 2. Write and issue request for proposals 3. Develop transparent selection criteria 4. Review proposals, conduct due diligence, and select provider(s) 5. Negotiate contract with provider, including goals, benchmarks, and plan to manage assets 6. Initiate ongoing cycle of continuous progress monitoring and adjustment 7. Prepare to proactively deal with problems and drop strategies that do not work 8. Plan for evaluation and clarify who is accountable for collecting data Strand F: Establishing and Orienting the School Transformation Team 1. Appoint a school transformation team 2. Provide team members with information on what the school can do to promote rapid improvement Strand G: Leading Change (Especially for Principals) 1. Become a change leader 2. Communicate the message of change 3. Collect and act on data 4. Seek quick wins 5. Provide optimum conditions for school turnaround team 6. Persist and persevere, but discontinue failing strategies Strand H: Evaluating, Rewarding, and Removing Staff a. Evaluating Staff 1. Establish a system of procedures and protocols for recruiting, evaluating, rewarding, and replacing staff 2. Evaluate a range of teacher skills and knowledge, using a variety of valid and reliable tools 3. Include evaluation of student outcomes in teacher evaluation 4. Make the evaluation process transparent 5. Provide training to those conducting evaluations to ensure that they are conducted with fidelity to standardized procedures 6. Document the evaluation process

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7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. Provide timely, clear, constructive feedback to teachers Link the evaluation process with the districts collective and individualized professional development programs Assess the evaluation process periodically to gauge its quality and utility b. Rewarding Staff Create a system for making awards that is transparent and fair Work with teachers and teachers union at each stage of development and implementation Implement a communication plan for building stakeholder support Secure sufficient funding for long-term program sustainability Provide performance-based incentives using valid data on whether performance indicators have been met Use non-monetary incentives for performance c. Removing Staff Create several exit points for employees (e.g., voluntary departure of those unwilling, unable to meet new goals, address identified problems) Set clear goals and measures for employees performance that reflect the established evaluation system and provide targeted training or assistance for an employee receiving an unsatisfactory evaluation or warning Reform tenure protections, seniority rights, and other job protections to enable quick performance-based dismissals Negotiate expedited processes for performance-based dismissals in transformation schools Form teams of specialists who are familiar with the rules and regulations that govern staff dismissals Make teams available to help principals as they deal with underperforming employees to minimize principals time spent dismissing low performers Facilitate swift exits to minimize further damage caused by underperforming employees

Strand I: Providing Rigorous Staff Development Provide professional development that is appropriate for individual teachers with different experience and expertise Offer an induction program to support new teachers in their first years of teaching Align professional development with identified needs based on staff evaluation and student performance Provide all staff high quality, ongoing, job-embedded, and differentiated professional development Structure professional development to provide adequate time for collaboration and active learning Provide sustained and embedded professional development related to implementation of new programs and strategies Set goals for professional development and monitor the extent to which it has changed practice Ensure that school leaders act as instructional leaders, providing regular feedback to teachers to help them improve their practice Directly align professional development with classroom observations (including peer observations) to build specific skills and knowledge of teachers 10. Create a professional learning community that fosters a school culture of continuous learning 11. Promote a school culture in which professional collaboration is valued and emphasized 1. 2. 3. 4. 5. 6. 7. 8. 9.

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Strand J: Increasing Learning Time 1. 2. 3. 4. 5. 6. 7. 8. Become familiar with research and best practices associated with efforts to increase learning time Assess areas of need, select programs/strategies to be implemented and identify potential community partners Create enthusiasm for extended learning programs and strategies among parents, teachers, students, civic leaders and faith-based organizations through information sharing, collaborative planning, and regular communication Allocate funds to support extended learning time, including innovative partnerships Assist school leaders in networking with potential partners and in developing partnerships Create and sustain partnerships to support extended learning Ensure that teachers use extra time effectively when extended learning is implemented within the regular school program by providing targeted professional development Monitor progress of the extended learning time programs and strategies being implemented, using data to inform modifications

Strand K: Reforming Instruction 1. 2. 3. 4. 5. 6. 7. 8. 9. Establish a team structure among teachers with specific duties and time for instructional planning Focus principals role on building leadership capacity, achieving learning goals, and improving instruction Align professional development with classroom observations and teacher evaluation criteria Ensure that teachers align instruction with standards and benchmarks Monitor and assess student mastery of standards-based objectives in order to make appropriate curriculum adjustments Differentiate and align learning activities Assess student learning frequently using standards-based classroom assessments Prepare standards-aligned lessons and differentiated activities Provide sound instruction in a variety of modes: teacher-directed whole-class; teacher-directed small-group; student-directed small group; independent work; computer-based; homework 10. Demonstrate sound homework practices and communication with parents 11. Employ effective classroom management

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PART II: Achieving a Successful Transformation

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Strand A: Establishing and Orienting the District Transformation Team

Strand A Action Item 1. Appoint a district transformation team
Tools: Restructuring Team Checklist, What Works When, p. 67,http://www.learningpt.org/pdfs/School_Restructuring_Guide.pdf Meeting Action Planner, What Works When, p. 74, http://www.learningpt.org/pdfs/School_Restructuring_Guide.pdf Comment See Strand F for information on establishing school transformation team Timeframe:

Tools and Resources

Resources: Organizing the District Restructuring Team, What Works When, pp. 57-58, http://www.learningpt.org/pdfs/School_Restructuring_Guide.pdf Preparing for Further Action, What Works When, pp. 65-66, http://www.learningpt.org/pdfs/School_Restructuring_Guide.pdf Establishing Team Structures to Drive Improvement, CII, SIG Handbook, pp. 65-66, www.centerii.org/survey

2. Assess team and district capacity to support transformation

Timeframe:

Tools: Assessing the Districts Capacity to Lead Change: A Guided Strengths, Weaknesses, Opportunities, Threats Analysis, What Works When, p. 68, http://www.learningpt.org/pdfs/School_Restructuring_Guide.pdf

Resources: Assessing the Team and District Capacity, What Works When, pp. 58-60, http://www.learningpt.org/pdfs/School_Restructuring_Guide.pdf

3. Provide team members with information on what districts can do to promote rapid improvement

Tools: Management Structure and Process Action Tool, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Wheel>Management Structure and Process>Action Tools

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Strand A Action Item
Timeframe: Resources: LEA Webinar and PowerPoint slides on the Transformation Model, http://www.centerii.org/webinars/ Handbook on Restructuring and Substantial School Improvement, chapters on role of school board, superintendent, district office personnel in supporting school improvement. www.centerii.org/survey District Pathways, www.centerii.org/survey. Includes a schematic diagram of the Framework for District Capacity Building and Improvement Rapid District Improvement Pathway (p. 65) and case studies of rapid improvement in both large and small districts. District Behavior Shifts to Enable Success, What Works When, p. 69, http://www.learningpt.org/pdfs/School_Restructuring_Guide.pdf Fullan, Michael. (March 6, 2010). Change leadership: 9 insights. Retrieved March 8, 2010 from http://ecologyofeducation.net/wsite/?p=1805 . Management Structure and Process Background from www.reinventingeducation.org (free registration required). Click on Get Tools>Change Wheel>Management Structure and Process>Background. Kowal, J., Hassel, E. A., & Hassel, B. C. (2009). Successful school turnarounds: Seven items for district leaders. Washington, DC: The Center for Comprehensive School Reform and Improvement. Retrieved from http://centerforcsri.org/files/CenterIssueBriefSept09.pdf Actions and Results, www.centerii.org/survey Indicators of Effective Practice (District), SIG Handbook, pp. 201-202, www.centerii.org Mass Insight. (March, 2010). School Turnaround Strategies That Have Failed: How to Avoid Past Mistakes in Addressing the Needs of Low Performing Schools, http://www.cde.state.co.us/turnaround/downloads/Common_Turnaround_Strategies_That_Have_Failed.pdf

Tools and Resources

4. Designate an internal lead partner for each transformation school

Resources: Creating Internal Lead Partners for Turnaround, Mass Insight Turnaround Challenge Resource Center, http://www.massinsight.org/publications/stg-resources/82/file/1/pubs/2010/04/20/Internal_Lead_Partner_12_15_09.pdf

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Strand A Action Item
Timeframe: Partnership Zones: Selecting and Attracting Lead Partners to Support Turnaround Schools, (10/09), http://www.massinsight.org/publications/stg-resources/92/file/1/pubs/2010/04/20/AbridgedPartnerMarketplace_October_2009.pdf Using RFPs to Select High Capacity Lead Partners, (2/10), http://www.massinsight.org/publications/stgresources/90/file/1/pubs/2010/04/20/RFP_Lead_Partner_tool_2.17.10.pdf Designing MOUs for Lead Partners, (2/10), http://www.massinsight.org/publications/stgresources/83/file/1/pubs/2010/04/20/MOU_Lead_Partner_tool_2.17.10.pdf

Tools and Resources

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Strand B: Moving Toward School Autonomy

Strand B Action Item 1. Examine current state and district policies and structures related to central control and make modifications to fully support transformation
Comments District Behavior Shifts to Enable Success describes changes in district culture and actions that can promote success in previously failing schools. Pages 9-19 of District Pathways provides a framework for district capacity building, including central office functions, characteristics and actions taken by rapidly improving districts, improvementoriented organizations. Reallocating Resources is an interactive guide that includes numerous audio clips. Timeframe: Tools: District Behavior Shifts to Enable Success, What Works When, p. 69, http://www.learningpt.org/pdfs/School_Restructuring_Guide.pdf Management Structure and Process Action Tool, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Wheel>Management Structure and Process>Action Tools

Tools and Resources

Resources: Kowal, J., Hassel, E. A., & Hassel, B. C. (2009). Successful school turnarounds: Seven items for district leaders. Washington, DC: The Center for Comprehensive School Reform and Improvement. Retrieved from http://centerforcsri.org/files/CenterIssueBriefSept09.pdf District Pathways, pp. 9-19, www.centerii.org/survey Granting Waivers and Exemptions, SIG Handbook, CII, pp. 67-68, www.centerii.org/survey Providing Flexibility in Staffing, Scheduling, Budgeting, CII, SIG Handbook, pp. 69-70, www.centerii.org/survey Management Structure and Process Background, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Wheel>Management Structure and Process>Background Roza, M. (2008). Allocation autonomy; How district policies that deploy resources can support (or undermine) district reform strategies. Seattle, WA: University of Washington, Center on Reinventing Public Education. Retrieved from http://www.crpe.org/cs/crpe/view/projects/3?page=initiatives&initiative=10 Center for Comprehensive School Reform and Improvement (n.d.). Reallocating Resources for School Improvement. Retrieved from http://www.centerforcsri.org/pubs/reallocation/index.html Corbet, J. (2010). The Virginia Story: Forging Strong Working Relationships Among the State, District, School and External Lead Partners for the Implementation of School Improvement Grants, CII. Retrieved from www.centerii.org/survey

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Strand B Action Item 2. Reorient district culture toward shared responsibility and accountability
Comments SEA culture should also be reoriented toward shared responsibility and accountability. Provide dedicated time, space, and autonomy for collective problem solving. A schematic diagram of the Framework for District Capacity Building and Improvement Rapid District Improvement Pathway is on p. 65 of District Pathways Timeframe: Resources: Rapid District Improvement, District Pathways, pp.6-19, www.centerii.org/survey District Framework Diagram, District Pathways, p. 65, www.centerii.org/survey.

Tools and Resources

3. Establish performance objectives for the school

Comments In exchange for flexibility and control over budget, staffing and schedule, schools are accountable for meeting defined performance objectives.

Resources: Setting Implementation Goals, What Works When, pp. 101-102, http://www.learningpt.org/pdfs/School_Restructuring_Guide.pdf The Mega System, pp. 78-85., www.centerii.org/survey

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Strand B Action Item Tools and Resources

Timeframe:

4. Align resource allocation (money, time, human resources) with the schools instructional priorities
Comments The district should provide schools with flexibility in budgeting, scheduling, and staffing Programs, expenditures, schedules and staffing should promote the transformation. Consider time the most expensive resource. Timeframe:

Resources: Providing Flexibility in Staffing, Scheduling, Budgeting, CII, SIG Handbook, pp. 69-70, www.centerii.org/survey Roza, M. (2008). Allocation autonomy; How district policies that deploy resources can support (or undermine) district reform strategies. Seattle, WA: University of Washington, Center on Reinventing Public Education. Retrieved from http://www.crpe.org/cs/crpe/view/projects/3?page=initiatives&initiative=10 Center for Comprehensive School Reform and Improvement (n.d.). Reallocating Resources for School Improvement, http://www.centerforcsri.org/pubs/reallocation/index.html

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Strand B Action Item 5. Consider establishing a turnaround office or zone (to also include transformations and other models)
Timeframe: Resources: Creating a Turnaround Office, SIG Handbook, CII, pp.29-31, contains action principles for development of turnaround offices and zones. www.centerii.org/survey Mass Insight Turnaround Challenge Resource Center, http://www.massinsight.org/stg/research/challenge/

Tools and Resources

6. Negotiate union waivers if needed

Comments tr3 is a searchable database of teacher contract provisions. Timeframe:

Resources: tr3: Teacher Rules, Roles and Rights, National Center for Teacher Quality, NCTQ, http://www.nctq.org/tr3/search.jsp

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Strand C: Selecting a Principal and Recruiting Teachers

Strand C Action Item 1. Determine whether existing principal in position for two years or less has the necessary competencies to be a transformation leader
Comments See competencies listed in School Competencies for Success. See Action Item Interview candidates below. Timeframe: Tools:

Tools and Resources

Do You Have Turnaround Leaders?, pp. 90-92, What Works When, http://www.learningpt.org/pdfs/School_Restructuring_Guide.pdf

Resources: School Turnaround Leaders: Competencies for Success, Public Impact, http://www.publicimpact.com/images/stories/publicimpact/documents/Turnaround_Leader_Competencies.pdf Indicators of Effective Practice (Rapid Improvement Leader), CII, SIG Handbook, pp. 203-204, www.centerii.org/survey

2. Advertise for candidates in local newspapers, publications such as Education Week, regional education newsletters or web sites; alternatively, engage a search firm
Comments Ad should list competencies needed. Timeframe:

Resources: School Turnaround Leaders: Competencies for Success, Public Impact, http://www.publicimpact.com/images/stories/publicimpact/documents/Turnaround_Leader_Competencies.pdf

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Strand C Action Item 3. Screen candidates
Comments Screen for knowledge or skills that are not addressed directly in the competencies (e.g., the ability to interpret data, knowledge of school code, experience, educational background, certification) Timeframe: Tools: Star Urban Administrator Questionnaire, http://www.habermanfoundation.org/StarAdministratorQuestionnaire.aspx (fee)

Tools and Resources

4. Prepare to interview candidates

Comments Districts may wish to supplement the Behavior Event Interview technique with writing samples, observing candidates in their current schools, having them conduct a professional development session or a parent meeting, etc. The tool provides an overview and detailed item-by-item, scripted guide to conducting Behavior Event Interviews, in which candidates are asked to describe their detailed actions and thinking. Items in choosing questions to ask and sample questions and probes are provided.

Tools: Selection Preparation Guide, School Turnaround Leaders Selection Toolkit, http://www.publicimpact.com/images/stories/publicimpact/documents/Turnaround_Leader_Selection_Toolkit.pdf

Resources: School Turnaround Leaders: Selection Toolkit http://www.publicimpact.com/images/stories/publicimpact/documents/Turnaround_Leader_Selection_Toolkit.pdf

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Strand C Action Item
Timeframe:

Tools and Resources

5. Interview candidates

Tools: Day of Interview Tools Candidate Rating Tools Leader Competency Rating Levels

Comments The Day of Interview Tools include some materials from the Selection Preparation Guide (overview and detailed item-by-item, scripted guide, sample questions and probes) and a form for recording interviewers notes. The Leader Competency Rating Levels provides a set of rubrics for evaluating candidates responses for key characteristics of successful turnaround leaders. Timeframe:

All from School Turnaround Leaders: Selection Toolkit, http://www.publicimpact.com/images/stories/publicimpact/documents/Turnaround_Leader_Selection_Toolkit.pdf

6. Select and hire principal

Tools: Candidate Comparison and Decision Tools, School Turnaround Leaders: Selection Toolkit, http://www.publicimpact.com/images/stories/publicimpact/documents/Turnaround_Leader_Selection_Toolkit.pdf

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Strand C Action Item
Comments The Candidate Comparison and Decision Tools provide a template and systematic means of comparing candidates on key characteristics of turnaround leadership. Timeframe:

Tools and Resources

7. Establish a pipeline of potential turnaround leaders

Resources: Kowal, J. & Hassel, B.J. (2009). Expanding the Pipeline of Teachers and Principals in Urban Public Schools: Design Principles and Conditions for Success. Chapel Hill, NC: Public Impact. http://www.publicimpact.com/publications/Human_Capital_Report.pdf

Timeframe:

8. Recruit teachers to support the transformation

Tools: School Turnaround Teachers: Selection Toolkit, http://www.publicimpact.com/act-strategically-when-schools-fail/competenciesfor-turnaround-success Star Teacher Pre-Screener, http://www.habermanfoundation.org/StarTeacherPreScreener.aspx (fee)

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Strand C Action Item
Timeframe: Resources: Recruiting Staff and Attracting High-Quality Staff to Hard-to-Staff Schools, NCCTQ, SIG Handbook, pp. 89-90, www.centerii.org/survey Differentiating Roles, Re-assigning Staff, and Aligning Staff Competencies with School/Student Needs, NCCTQ, SIG Handbook, pp. 95-96, www.centerii.org/survey Public Impact, School Turnaround Teachers: Competencies for Success, http://www.publicimpact.com/publications/Turnaround_Teacher_Competencies.pdf Kowal, J. & Hassel, B. (2009). Teachers and Principals in Urban Public Schools: Design Principles and Conditions for Success. Retrieved from http://www.publicimpact.com/images/stories/publicimpact/documents/Human_Capital_Report.pdf

Tools and Resources

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Strand D: Working with Stakeholders and Building Support for Transformation

Strand D Action Item 1. Assign transformation team members the task of creating a plan to work and communicate with stakeholders prior to and during implementing the transformation
Comments: Also see Strand A on forming a district transformation team and Strand F on forming a school transformation team. The Restructuring Stakeholder Planner contains a grid for each group of stakeholders to record their expected reactions to restructuring and ways to include them without preventing successful restructuring. It also lists participants on school teams, how representatives from various constituencies are chosen, who else will have input, how and when input is obtained. Timeframe: Tools: Restructuring Stakeholder Planner, What Works When, pp. 70-72 How Effective Am I at Coalition Building? Change Toolkit, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Masters>Enlisting Supporters>Diagnostic Stakeholder Review Worksheet, Change Toolkit, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Masters>Enlisting Supporters>Action Tools Gaining Peoples Commitment, Change Toolkit, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Fundamentals>Working with People>Action Tools

Tools and Resources

Resources: Making a Plan to Include Stakeholders from What Works When, pp. 61-65. The Right Amount of Participation, Change Toolkit, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Fundamentals>Working with People>Action Tools Enlisting Supporters: Getting Buy-In and Building Coalitions Overview and Background, Change Toolkit, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Masters>Enlisting Supporters>Overview or Background. Champions and Sponsors Overview, Background, Vignettes and Video, Change Toolkit, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Wheel>Champions and Sponsors>Overview, Background, Vignettes, or video Communicating about School Reform: Pre-recorded webinar and PPT available in School Improvement Grant section at: www.centerii.org

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Strand D Action Item 2. Announce changes and anticipated actions publicly; communicate urgency of rapid improvement, and signal the need for dramatic change
Resources: District Pathways, pp. 9-19, www.centerii.org/survey IES Turnaround Report, www.centerii.org (see Tab for Restructuring and Turnarounds)

Tools and Resources

Comments Also applies to states and schools. Timeframe:

3. Engage parents and the community

Resources: ConnectingSchool As Community, The Mega System, pp. 142-171, www.centerii.org/survey Implementing Community-Oriented School Structures, SIG Handbook, CII, pp. 45-46, www.centerii.org/survey Providing Community Supports and Resources, CII, SIG Handbook, pp. 79-80, www.centerii.org/survey

Comments ADI resources include a parent involvement analysis and literature and tools on many aspects of parent and community involvement. Timeframe:

Communicating about School Reform: Pre-recorded webinar and PowerPoint available in the School Improvement Grant section at www.centerii.org Many additional resources are available from the Academic Development Institute (ADI), www.adi.org

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Strand D Action Item 4. Build support for transformation
Resources: Enlisting Supporters: Getting Buy-In and Building Coalitions Overview and Background, Change Toolkit, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Masters>Enlisting Supporters>Overview or Background Build Internal Alliances, Change Toolkit, www.reinventingeducation.org (free registration required). Click on Get Tools>How To>Build Internal Alliances Comments Among the links from Build Internal Alliances are Collaboration Ambassadors, Hints for Selling Others, Nurturing the Working Team, and Tips for Managing Teams. Timeframe: Communicating about School Reform, Pre-recorded webinar and PowerPoint available in the School Improvement Grant section at www.centerii.org

Tools and Resources

5. Establish a positive organizational culture

Tools: How Helpful is the Organizational Character of Our District or School? Change Toolkit, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Fundamentals>Shaping Organizational Culture>Diagnostic Changing Organizational Culture: Basic Principles, Change Toolkit, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Fundamentals>Shaping Organizational Culture>Action Tools

Timeframe: Resources: Shaping Organizational Culture Overview and Background, Change Toolkit, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Fundamentals>Shaping Organizational Culture>Overview or Background

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Strand D Action Item 6. Help stakeholders overcome resistance to change
Tools: Are We Making It Easy for People to Accept This Change? Working with People: Overcoming Resistance to Change, Change Toolkit, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Fundamentals>Working with People>Diagnostic

Tools and Resources

Comments In order to gain perspective, it may be helpful to have stakeholders other than team members complete the diagnostic survey, Are We Making It Easy for People to Accept This Change? Timeframe:

Resources: Working with People: Overcoming Resistance to Change Overview and Background, Change Toolkit, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Fundamentals>Working with People> Overview (or Background) Communicating about School Reform: Pre-recorded webinar and PPT available in School Improvement Grant section at: www.centerii.org

7. Persist and persevere, but discontinue failing strategies

Tools: When to Persist, Change Toolkit, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Masters> Mastering the Difficult Middles: Persisting and Persevering>Action Tools>Diagnostic Vulnerabilities of Middles: Persistence and Perseverance. Change Toolkit, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Masters> Mastering the Difficult Middles: Persisting and Persevering>Action Tools

Timeframe:

Resources: Mastering the Difficult Middles: Persisting and Persevering Background. Change Toolkit, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Masters> Mastering the Difficult Middles: Persisting and Persevering.

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Strand E: Contracting with External Providers

Strand E Action Item
Comment The resources and tools listed in this row provide good general information on contracting with external providers that can be used throughout the contracting process. Tools: Resource Toolkit for Working with Education Service Providers, http://www.qualitycharters.org/files/public/ESPToolkit2005.pdf Restructuring Checklist: Contracting with External Education Management Providers, pp. 47-48. Includes items for the district, school leaders, the (Education Management Organization (EMO), the teachers union, parents, and community groups. Resources: Restarting with an Education Management Organization, CII, SIG Handbook, pp. 39-41 Contracting With External Education Management Providers, What Works When, pp. 41-48 Kowal, J.M., & Arkin, M.D. (2005). School restructuring options under No Child Left Behind: What works when? Contracting with external education management providers. Naperville, IL: Learning Point Associates. Retrieved from http://www.centerforcsri.org/pubs/restructuring/KnowledgeIssues3Contracting.pdf Hassel, B.H., & Steiner, L. (2004). Guide to working with external providers. Naperville, IL: Learning Point Associates. Retrieved from http://www.centerforcsri.org/pubs/ExternalProviders.pdf

Tools and Resources

1. Identify potential providers

Resources: Partnership Zones: Selecting and Attracting Lead Partners to Support Turnaround Schools, http://www.massinsight.org/stg/research/challenge/ Miron, G., & Urschel, J. (2009). Profiles of non-profit education management organizations: 2008-2009. Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. http://epicpolicy.org/publication/profiles-nonprofit-emos2008-09 Molnar, A., Miron, G., & Urschel, J. (2009). Profiles of for-profit educational management organizations: 2008-09. Boulder and Tempe: Education and the Public Interest Center and Education Policy Research Unit, Arizona State University. http://epicpolicy.org/publication/profiles-profit-emos-2008-09

Comments The last two resources list operators, tell where providers are working, year founded, contact information, etc. Timeframe:

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Strand E Action Item 2. Write and issue Request for Proposals
Resources: Hiring and Evaluating External Partners, CII, SIG Handbook, pp. 75-77, www.centerii.org/survey Contracting With External Education Management Providers, What Works When, pp. 41-48, http://www.learningpt.org/pdfs/School_Restructuring_Guide.pdf Timeframe: Using RFPs to Select High Capacity Lead Partners, http://www.massinsight.org/publications/stgresources/90/file/1/pubs/2010/04/20/RFP_Lead_Partner_tool_2.17.10.pdf

Tools and Resources

3. Develop transparent selection criteria and procedures

Resources: Choosing an education contractor: A guide to assessing financial and organizational capacity, http://www.financeproject.org/publications/CSRQconsumerguide.pdf Contracting With External Education Management Providers, What Works When, pp. 41-48, http://www.learningpt.org/pdfs/School_Restructuring_Guide.pdf

Timeframe:

4. Review proposals, conduct due diligence, and select provider(s)

Tools: Documentation Checklist, a list of 13 documents to review to help assess the potential contractors financial viability and organizational capacity, Choosing a Contractor, p. 23, http://www.financeproject.org/publications/CSRQconsumerguide.pdf Assessment Worksheet, Choosing a Contractor, pp. 24-29, http://www.financeproject.org/publications/CSRQconsumerguide.pdf Includes questions to ask and warnings as to what answers might constitute red flags that may suggest that there are problems. A glossary is provided on p. 30. Restructuring Checklist: Contracting with External Education Management Providers, What Works When, pp. 47-48, http://www.learningpt.org/pdfs/School_Restructuring_Guide.pdf Includes items for the district, school leaders, the EMO, the teachers union, parents, and community groups. Resources: Choosing a contractor, http://www.financeproject.org/publications/CSRQconsumerguide.pdf

Comments The last two resources list operators, tell where providers are working, year founded, contact information, etc.

Timeframe:

Partnership Zones: Selecting and Attracting Lead Partners to Support Turnaround Schools, http://www.massinsight.org/publications/stg-resources/92/file/1/pubs/2010/04/20/AbridgedPartnerMarketplace_October_2009.pdf Miron, G., & Urschel, J. (2009). Profiles of non-profit education management organizations: 2008-2009. Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. http://epicpolicy.org/publication/profiles-nonprofit-emos-

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Strand E Action Item
2008-09 . Molnar, A., Miron, G., & Urschel, J. (2009). Profiles of for-profit educational management organizations: 2008-09. Boulder and Tempe: Education and the Public Interest Center and Education Policy Research Unit, Arizona State University. http://epicpolicy.org/publication/profiles-profit-emos-2008-09.

Tools and Resources

5. Negotiate contract with provider, including goals, and benchmarks, and plan to manage assets

Resources: Designing MOUs for Lead Partners, http://www.massinsight.org/publications/stgresources/83/file/1/pubs/2010/04/20/MOU_Lead_Partner_tool_2.17.10.pdf Kowal, J. M., & Arkin, M. D. (2005). School restructuring options under No Child Left Behind: What works when? Contracting with external education management providers. Naperville, IL: Learning Point Associates. Retrieved from http://www.centerforcsri.org/pubs/restructuring/KnowledgeIssues3Contracting.pdf ESP Resource Toolkit, pp. 34-49, http://www.qualitycharters.org/publications-resources/esp-toolkit

Timeframe:

6. Initiate ongoing cycle of continuous progress monitoring and adjustment

Tools: Learning Indicators, The Mega System, pp. 124-135, www.cii.org/survey

Resources: Using Operational Data, Including Classroom Observations, COI/CII, SIG Handbook, pp. 79-80, www.centerii.org/survey Monitoring Fidelity of Implementation, CII, SIG Handbook, pp. 81-82, www.centerii.org/survey Documenting and Reporting Progress to Inform Practice, CII, SIG Handbook, pp. 83-84, www.centerii.org/survey. Using Student Data to Drive Instruction, SIG Handbook, COI, pp. 113-114, www.centerii.org/survey Timeframe: Although the resources listed below were written for charter schools, the principles apply to other SIG models: The Value of Quality On-Site School Reviews: Seeing Is Believing, http://www.qualitycharters.org/images/stories/publications/Issue_Briefs/IssueBriefNo4_Oversight_and_Evaluation.pdf Charter School Authorizers and Oversight: Where is the Line Between Effectively Holding Schools Accountable and Overregulation? http://www.qualitycharters.org/images/stories/publications/Issue_Briefs/IssueBriefNo5_Oversight_Overregulation.pdf

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Strand E Action Item 7. Prepare to proactively deal with problems and drop strategies that do not work
Timeframe: Resources: Documenting and Reporting Progress to Inform Practice, CII, SIG Handbook, pp. 83-84, www.centerii.org/survey

Tools and Resources

8. Plan for evaluation and clarify who is accountable for collecting data
Timeframe:

Resources: Evaluating, Improving, and Acting on Results, What Works When, pp. 107-108, http://www.learningpt.org/pdfs/School_Restructuring_Guide.pdf Evaluating the Statewide System of Support, www.centerii.org/survey . The evaluation principles in this document may also be used to evaluate external partners.

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Strand F: Establishing and Orienting the School Transformation Team

Strand F Action Item 1. Appoint a school transformation team
Comments Also applies to districts; see Strand A, Establishing and Orienting the District Transformation Team. Timeframe: Tools: Restructuring Team Checklist, What Works When, p. 67, http://www.learningpt.org/pdfs/School_Restructuring_Guide.pdf Meeting Action Planner, What Works When, p. 74, http://www.learningpt.org/pdfs/School_Restructuring_Guide.pdf

Tools and Resources

Resources: Establishing Team Structures to Drive Improvement, CII, SIG Handbook, pp. 65-66, www.centerii.org/survey Preparing for Further Action, What Works When, pp. 65-66, http://www.learningpt.org/pdfs/School_Restructuring_Guide.pdf Tools: Management Structure and Process Action Tool, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Wheel>Management Structure and Process>Action Tools Decision-Making Indicators The Mega System, pp. 54-61, www.centerii.org/survey Do We Encourage Quick Wins and Local Innovations? www.reinventingeducation.org (free registration required). Click on Get Tools>Change Wheel>Local Wins and Innovations>Diagnostic Enabling More Quick Wins and Local Innovation, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Wheel>Local Wins and Innovations>Action Tools Resources: Deciding and Learning, The Mega System, pp. 37-117, www.centerii.org Indicators of Effective Practice (School), CII, SIG Handbook, pp. 193-199, www.centerii.org/survey Enabling More Quick Wins and Local Innovation Overview and Background, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Wheel>Local Wins and Innovations> Overview or Background (includes innovation team planning guide) Breaking the Habit of Low Performance, www.centerii.org/survey Actions and Results, www.centerii.org/survey Eight Elements of High School Improvement: A Mapping Framework, NHSC, SIG Handbook, pp. 205-209, www.centerii.org/survey

2. Provide team members with information on what the school can do to promote rapid improvement
Comments The Mega System topics include shared leadership and use of data. Timeframe:

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Strand G: Leading Change (Especially for Principals)

For more tips, tools, and resources, see Strand D, Working with Stakeholders and Building Support for Transformation, and Strand F, Establishing and Orienting the School Transformation Team. Strand G Action Item 1. Become a change leader
Resources: School Turnarounds: Leader Actions and Results, www.centerii/survey School Turnaround Leaders: Competencies for Success, http://www.publicimpact.com/images/stories/publicimpact/documents/Turnaround_Leader_Competencies.pdf DecidingThe Executive Function, The Mega System, pp. 37-62, www.centerii.org/survey. Includes shared leadership and instructional teams The Rhythm of Change, www.reinventingeducation.org (free registration required). Click on Get Tools>How To>Change Masters>Change Masters Introduction Restructuring Through Learning-Focused Leadership, Restructuring Handbook, pp. 63-75, www.centerii.org

Tools and Resources

Timeframe:

2. Communicate the message of change

Tools: Communicating Useful Approaches, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Wheel>Communicating Useful Approaches

Timeframe:

Resources: Communicating Useful Approaches Overview and Background, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Wheel>Communicating Useful Approaches>Overview and Background

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Strand G Action Item 3. Collect and act on data
Tools: Learning Indicators, The Mega System, pp. 123-135, www.centerii.org/survey

Tools and Resources

Resources: Using Student Data to Drive Instruction, COI, SIG Handbook, pp. 113-115, www.centerii.org/survey Timeframe: High Leverage Data Analysis in Schools: Keep it Simple. Schmoker, M. in SEDL. (2006, November). Creating a Culture of Data, http://www.sedl.org/pubs/sedl-letter/v18n02/SEDLLetter_v18n02.pdf , pp. 10-16. Using Operational Data, Including Classroom Observations, COI/CII, SIG Handbook, pp. 79-80, www.centerii.org/survey Establishing Early Warning Systems, NHSC, SIG Handbook, pp. 71-72, www.centerii.org/survey Using Student Achievement Data to Support Instructional Decision Making, IES Practice Guide, What Works Clearinghouse http://ies.ed.gov/ncee/wwc/pdf/practiceguides/dddm_pg_092909.pdf Mathews, J., Trimble, S. & Gay, A. But What Do You Do with the Data? http://www.principals.org/Portals/0/Content/55501.pdf Thomas, R.S. How to Survive Data Overload. Principal leadership, October, 2006). Includes tool Team Dialogue Guide: Moving From Data to Classroom Instructional Improvement and Reflection Guide. http://www.principals.org/Portals/0/Content/54349.pdf Guide to Using Data in School Improvement Efforts. (December, 2004). Naperville, IL: Learning Point Associates, http://www.learningpt.org/pdfs/datause/guidebook.pdf Skretta, J. (May, 2007). Using Walk-Throughs to Gather Data. http://www.principals.org/Portals/0/Content/55501.pdf Principal leadership Principal's Reading Walk-Through: Kindergarten-Grade 3 -- Professional Development Module [K-3], http://www.centeroninstruction.org/resources.cfm?category=reading&subcategory=materials&grade_start=0&grade_end=3#203 Stiggins, R.J., Commodore, C., & Chappuis, S. (2010). Assessment Balance and Quality: An Action Guide for School Leaders, 3rd Edition. Needham Heights, MA: Allyn & Bacon.

4. Seek quick wins

Tools: Do We Encourage Quick Wins and Local Innovations? www.reinventingeducation.org (free registration required). Click on Get Tools>Change Wheel>Local Wins and Innovations>Diagnostic Enabling More Quick Wins and Local Innovation, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Wheel>Local Wins and Innovations>Action Tools

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Strand G Action Item
Timeframe: Resources: Enabling More Quick Wins and Local Innovation Overview and Background, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Wheel>Local Wins and Innovations> Overview or Background (includes innovation team planning guide)

Tools and Resources

5. Provide optimum conditions for school turnaround team

Timeframe:

Resources: Developing the Dream: Nurturing the Working Team Overview and Background, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Masters>Developing the Dream: Nurturing the Working Team>Background or Overview Developing Team Muscles and Tips for Managing Teams, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Masters>Developing the Dream: Nurturing the Working Team>Action Tools

6. Persist and persevere, but discontinue failing strategies

Tools: When to Persist, Change Toolkit, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Masters> Mastering the Difficult Middles: Persisting and Persevering> Diagnostic Vulnerabilities of Middles: Persistence and Perseverance. Change Toolkit, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Masters> Mastering the Difficult Middles: Persisting and Persevering>Action Tools

Timeframe:

Resources: Mastering the Difficult Middles: Persisting and Persevering Background. Change Toolkit, www.reinventingeducation.org (free registration required). Click on Get Tools>Change Masters> Mastering the Difficult Middles: Persisting and Persevering> Overview and Background

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Strand H: Evaluating, Rewarding, and Removing Staff

Strand H Action Item 1. Establish a system of procedures and protocols for recruiting, evaluating, rewarding, and replacing staff
Resources: TQ Policy Databases , http://www.tqsource.org/resources/policy.asp, National Comprehensive Center for Teacher Quality, http://www.tqsource.org/resources/policy.asp. Information about policies in all states, legislation/state board rules and regulations specific to topics regarding teachers, including recruitment and professional development. Improving Staff Evaluation Systems, NCCTQ, SIG Handbook, pp. 91-92, www.centerii.org/survey A practical guide to evaluating teacher effectiveness, National Comprehensive Center for Teacher Quality, http://www.tqsource.org/publications/practicalGuide.php Improving instruction through effective teacher evaluation: Options for states and districts, National Comprehensive Center for Teacher Quality, http://www.tqsource.org/publications/February2008Brief.pdf

Tools and Resources a. Evaluating Staff

Timeframe:

2. Evaluate a range of teacher skills and knowledge, using a variety of valid and reliable tools
Timeframe:

Resources: Methods of evaluating teacher effectiveness, National Comprehensive Center for Teacher Quality, http://www.tqsource.org/publications/RestoPractice_EvaluatingTeacherEffectiveness.pdf

3. Include evaluation of student outcomes in teacher evaluation

Timeframe:

Resources: Key issue: Using value-added models to identify and support highly effective teachers, National Comprehensive Center for Teacher Quality. Retrieved from http://www2.tqsource.org/strategies/het/UsingValueAddedModels.pdf Goe, L., Bell, C., & Little, O. (2008). Approaches to Evaluating Teacher Effectiveness: A Research Synthesis, http://www.tqsource.org/publications/teacherEffectiveness.php

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Strand H Action Item 4. Make the evaluation process transparent
Resources: Providing Performance-Based Incentives, NCCTQ, SIG Handbook, p. 93, www.centerii.org/survey

Tools and Resources

Timeframe:

5. Provide training to those conducting evaluations to ensure they are conducted with fidelity to standardized procedures
Timeframe:

Resources: Improving Staff Evaluation Systems (NCCTQ), SIG Handbook, p. 91, www.centerii.org/survey

6. Document the evaluation process

Resources: SIG Handbook, Improving Staff Evaluation Systems (NCCTQ), page 92, www.centerii.org/survey

Timeframe:

7. Provide timely, clear, constructive feedback to teachers

Timeframe:

Resources: SIG Handbook, Improving Staff Evaluation Systems (NCCTQ), page 91, www.centerii.org/survey

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Strand H Action Item Tools and Resources

8. Link the evaluation process with the districts collective and individualized professional development programs
Timeframe:

Resources: Improving Teaching through Pay for Contribution. (2007). Washington, DC: NGA Center for Best Practices. Retrieved from http://www.nga.org/Files/pdf/0711IMPROVINGTEACHING.PDF

9. Assess the evaluation process periodically to gauge its quality and utility
Timeframe:

Resources: Using Operational Data Including Classroom Observations, COI/CII, SIG Handbook, p. 79, www.centerii.org/survey

b. Rewarding Staff 10. Create a system for making awards that is transparent and fair
Tools: Center for Educator Compensation Reform Implementation Checklist. Retrieved from http://www.cecr.ed.gov/pdfs/guide/CECRchecklist.pdf

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Strand H Action Item
Timeframe: Resources: Providing Performance-Based Incentives, NCCTQ, SIG Handbook, pp. 93-94, www.centerii.org/survey Teacher Pay for Performance in School Turnaround, Mass Insight. Retrieved from http://www.massinsight.org/stg/research/challenge/ Better Pay for Better Teaching: Making Teacher Compensation Pay Off in the Age of Accountability, Washington, DC. Public Policy Institute. Retrieved from http://www.ppionline.org/documents/Hassel_May02.pdf Incentives, The Mega System, p. 19, www.centerii.org/survey

Tools and Resources

11. Work with teachers and teachers union at each stage of development and implementation
Timeframe:

Resources: Providing Performance-Based Incentives, SIG Handbook, NCCTQ, pp. 93-94, www.centerii.org/survey

12. Implement a communication plan for building stakeholder support

Timeframe:

Resources: Providing Performance-Based Incentives, NCCTQ, SIG Handbook, pp. 93-94, www.centerii.org/survey

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Strand H Action Item 13. Secure sufficient funding for long-term program sustainability
Timeframe: Tools: Center for Educator Compensation Reform Implementation Checklist, http://www.cecr.ed.gov/pdfs/guide/CECRchecklist.pdf

Tools and Resources

Resources: Providing Performance-Based Incentives, NCCTQ, SIG Handbook, pp. 93-94, www.centerii.org/survey

14. Provide performance-based incentives using valid data on whether performance indicators have been met
Timeframe:

Resources: Providing Performance-Based Incentives, NCCTQ, SIG Handbook, pp. 93-94, www.centerii.org/survey Cultivating a Culture of innovation through business-oriented management practices, Mass Insight Building Block Strategies: Effective Teachers and Teaching, (Please contact organization file not found on web)

15. Use non-monetary incentives for performance

Resources: Promote Student & Teacher Incentives, Restructuring Handbook, p. 70, www.centerii.org/survey Enlisting Teachers to lead standards-based change through intrinsic & extrinsic motivators, Mass Insight Building Block Strategies: Effective Teachers and Teaching, (Please contact organization file not found on web)

Timeframe:

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Strand H Action Item Tools and Resources c. Removing Staff 16. Create several exit points for employees (e.g., voluntary departure of those unwilling, unable to meet new goals, address identified problems)
Timeframe: Resources: The Benefits of Performance-Based Dismissals, Staff Dismissals, pp. 10-12, www.centerii.org/survey Implications for Leaders in Turnaround Schools, Staff Dismissals, pp. 17-18, www.centerii.org/survey

17. Set clear goals and measures for employees performance that reflect the established evaluation system and provide targeted training or assistance for an employee receiving an unsatisfactory evaluation or warning
Timeframe:

Tools: Center for Educator Compensation Reform Implementation Checklist. Retrieved from http://www.cecr.ed.gov/pdfs/guide/CECRchecklist.pdf

Resources: Performance Improvement Opportunities, Staff Dismissals, pp. 14-15, www.centerii.org/survey

18. Reform tenure protections, seniority rights, and other job protections to enable quick performancebased dismissals

Resources: Implications for State and District Policy, Staff Dismissals, pp. 29-30, www.centerii.org/survey

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Strand H Action Item
Timeframe:

Tools and Resources

19. Negotiate expedited processes for performance-based dismissals in transformation schools

Timeframe:

Tools: Items Leading to Dismissal (flow chart), Staff Dismissals, p. 18, www.centerii.org/survey

Resources: Implications for State and District Policy, Staff Dismissals, pp. 29-30, www.centerii.org/survey

20. Form teams of specialists who are familiar with the rules and regulations that govern staff dismissals

Resources: Access District Support, Staff Dismissals, p. 20, www.centerii.org/survey

Timeframe:

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Strand H Action Item 21. Make teams available to help principals as they deal with underperforming employees to minimize principals time spent dismissing low performers
Resources: Access District Support, Staff Dismissals, p. 20, www.centerii.org/survey

Tools and Resources

Timeframe:

22. Facilitate swift exits to minimize further damage caused by underperforming employees
Timeframe:

Resources: Swift Exits when Termination Decisions are Final, Staff Dismissals, p. 16, www.centerii.org/survey

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Strand I: Providing Rigorous Staff Development

Strand I Action Item 1. Provide professional development that is appropriate for individual teachers with different experience and expertise
Timeframe: Resources: Providing Career Growth Ladders, NCCTQ, SIG Handbook, pp. 101-102, www.centerii.org/survey Key issue: Enhancing teacher leadership. (2007). Washington, DC: National Comprehensive Center for Teacher Quality. Retrieved from http://www2.tqsource.org/strategies/leadership/EnhancingTeacherLeadership.pdf

Tools and Resources

2. Offer an induction program to support new teachers in their first years of teaching

Resources: Key Issue: Induction/Mentoring Support of New Teachers. Washington, DC: National Comprehensive Center for Teacher Quality. Retrieved from http://www2.tqsource.org/strategies/atrisk/Induction.pdf Levine, M. (2008). PDS Pathways: The Preparation and Induction of New Teachers in Learning Communities. http://www.tqsource.org/issueforums/plantoAction/presentations/MarshaLevine.pdf

Timeframe:

3. Align professional development with identified needs based on staff evaluation and student performance
Timeframe:

Resources: Providing Professional Development, NCCTQ, SIG Handbook, pp. 103-105, www.centerii.org Reorganizing Scattershot PD efforts into a coherent 5-year school plan. Mass Insight Building Block Strategies: Effective Teachers and Teaching, (Please contact organization file not found on web) The Mega System, pp. 119-121, 134-135, www.centerii.org/survey

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Strand I Action Item 4. Provide all staff high quality, ongoing, jobembedded, and differentiated professional development
Tools: Hassel, Emily. (1999). Professional development: Learning from the best: A toolkit for schools and districts based on the national awards program for model professional development. Naperville, IL. Learning Point Associates. Retrieved from http://www.learningpt.org/pdfs/pd/lftb.pdf. Includes 14 tools for planning professional development

Tools and Resources

Resources: Timeframe: Standards for Staff Development. National Staff Development Council, Dallas, TX. Retrieved from http://www.nsdc.org/standards/index.cfm Definition of Professional Development. National Staff Development Council. Dallas, TX. Retrieved from www.nsdc.org/standfor/definition.cfm Professional Learning in the Learning Profession. National Staff Development Council, Dallas, TX. Retrieved from http://www.nsdc.org/stateproflearning.cfm

5. Structure professional development to provide adequate time for collaboration and active learning

Tools: Effective Professional Developmentwhat do we know. Chapel Hill, NC: Public Impact. Retrieved from: http://publicimpact.com/images/stories/publicimpact/documents/RichlandCountyEffectivePD.pdf Apply What You Know: Designing Effective Professional Development. Chapel Hill, NC: Public Impact. Retrieved from: http://publicimpact.com/images/stories/publicimpact/documents/RichlandCountyPDPlanning.pdf Resources: Creating a climate of professionalism by providing facilities, time & opportunities for collaboration. Mass Insight Building Block Strategies: Effective Teachers and Teaching, (Please contact organization file not found on web)

Timeframe:

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Strand I Action Item 6. Provide sustained and embedded professional development related to implementation of new programs and strategies
Timeframe: Resources: Implementing a district-wide collaborative professional development model at the high school level. Mass Insight Building Block Strategies: Effective Teachers and Teaching, (Please contact organization file not found on web)

Tools and Resources

7. Set goals for professional development and monitor the extent to which it has changed practice
Timeframe:

Resources: Providing Professional Development, NCCTQ, SIG Handbook, pp. 103-104, www.centerii.org/survey

8. Ensure that school leaders act as instructional leaders, providing regular feedback to teachers to help them improve their practice

Resources: Requiring-and enabling-principals to be educators first & site managers second. Mass Insight Building Block Strategies: Effective Teachers and Teaching, (Please contact organization file not found on web)

Timeframe:

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Strand I Action Item 9. Directly align professional development with classroom observations (including peer observations) to build specific skills and knowledge of teachers
Timeframe: Tools: Indicators of Restructuring, The Mega System, pp. 117-125, www.centerii.org/survey

Tools and Resources

Resources: Changing and Monitoring Instruction and Systems for Improved Teaching and Learning, Handbook on Restructuring and Substantial School Improvement, pp. 77-104 LearningIts a Big World Out There, The Mega System pp. 65-135, www.centerii.org/survey

10. Engage teachers in peer observations and coaching aligned with indicators of effective practice
Timeframe:

Tools: Indicators of Restructuring, The Mega System, pp. 117-125, www.centerii.org/survey

Resources: Using the Collaborative Coaching & Learning Professional Development Model to transform teaching . Mass Insight Building Block Strategies: Effective Teachers and Teaching, (Please contact organization file not found on web) See research syntheses and indicators of effective practice in the Handbook on Restructuring and Substantial School Improvement and The Mega System: Deciding. Learning. Connecting. www.centerii.org/survey

11. Promote a school culture in which professional collaboration is valued and emphasized
Timeframe:

Resources: Making time in the school day for structured collaborative practice. Mass Insight Building Block Strategies: Effective Teachers and Teaching, (Please contact organization file not found on web) Creating a culture of collaboration by building trust, time & procedures for the sharing of instructional practice. Mass Insight Building Block Strategies: Effective Teachers and Teaching, (Please contact organization file not found on web)

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Strand J: Increasing Learning Time

Strand J Action Item 1. Become familiar with research and best practices associated with efforts to increase learning time
Resources: Restructuring and Extending the School Day, NHSC, SIG Handbook, pp. 153-154, www.centerii.org/survey Initiatives in High Poverty & High-Minority Schools & Districts, Center for American Progress, http://www.americanprogress.org/issues/2008/07/elt_report1.html Research on expanded learning and case studies of successful programs, National Center on Time & Learning, http://www.timeandlearning.org/resources/index.html Statewide After School Networks: Examples of Effective Practices, C.S. Mott Foundation, www.statewideafterschoolnetworks.net/resources/dat/pp-2003.pdf Includes a listing of organizations and assistance available. Integrating Expanded Learning and School Reform Initiatives: Challenges and Strategies, Learning Point Associates, www.learningpt.org/catalog The Cost of Quality Out of School Time Programs, Wallace Foundation, www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus What Works Clearinghouse Practice Guide: Structuring Out of School Time to Improve Academic Achievement, www.ies.ed.gov/ncee/wwc

Tools and Resources

Timeframe:

2. Assess areas of need, select programs/strategies to be implemented and identify potential community partners

Tools: Beyond the Bell-Start Up Guide, Learning Point Associates, www.learningpt.org/catalog (fee) Beyond the Bell (3 edition): A Toolkit for Creating Effective Afterschool Programs, Learning Point Associates, www.learningpt.org/catalog (fee) Getting Started with Market Research for Out-of-School Time Planning-a Resource Guide for Communities, Wallace Foundation, www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus
rd

Timeframe:

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3. Create enthusiasm for extended learning programs and strategies among parents, teachers, students, civic leaders and faith-based organizations through information sharing, collaborative planning, and regular communication
Timeframe: Resources: Providing Community Supports and Resources, CII, SIG Handbook, pp.179-180, www.centerii.org/survey Making the Case: A 2009 Fact Sheet on Children and Youth in Out of School Time, National Institute on Out-of-School Time, www.niost.org/pdf/factsheet2009.pdf Investments in Building Citywide Out of School Time Systems, Wallace Foundation,www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus Strengthening Partnerships & Building Public Will for Out of School Time Programs, Wallace Foundation, www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus

4. Allocate funds to support extended learning time, including innovative partnerships

Resources: Taking Stock of the Fiscal Costs of Expanded Learning Time, Center for American Progress, www.americanprogress.org/issues/2008/07/elt_report2.html www.Afterschool.gov, U.S. Department of Health and Human Services, www.Afterschool.gov Financial Strategies to Support Citywide Systems of Out of School Time Programs, Wallace Foundation, www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus

Timeframe:

3X for All-Extending the Reach of Educations Best. Public Impact. Retrieved from http://publicimpact.com/read-back-issues-ofour-e-updates/181-3x-for-all-extending-the-reach-of-educations-best-

5. Assist school leaders in networking with potential partners and in developing partnerships

Resources: Partners for change: Public schools and community-based organizations, Annenberg Institute, www.annenberginstitute.org/vue/pdf/VUE17_Warren.pdf Its who you know and what you know: process of creating partnerships, Academic Development Institute, www.adi.org/journal/fw05/HandsFall2005.pdf Beyond the Bell-Principals Guide to Effective After School Programs, Learning Point Associates, www.learningpt.org/catalog

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Timeframe: .

6. Create and sustain partnerships to support extended learning

Timeframe:

Resources: Providing Community Supports and Resources, CII, SIG Handbook, pp. 179-180, www.centerii.org/survey

7. Ensure that teachers use extra time effectively when extended learning is implemented within the regular school program by providing targeted professional development

Resources: Time for a change: the promise of extended-time schools for promoting student achievement, Education Sector, www.educationsector.org/usr_doc/OntheClock.pdf

Timeframe:

8. Monitor progress of the extended learning time programs and strategies being implemented, using data to inform modifications
Timeframe:

Tools: Beyond the Bell (3rd edition): A Toolkit for Creating Effective Afterschool Programs, Learning Point Associates, www.learningpt.org/catalog

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Strand K: Reforming Instruction

Strand K Action Item 1. Establish a team structure among teachers with specific duties and time for instructional planning.
Timeframe: Tools: Decision-Making Indicators: Shared Leadership, The Mega System, pp. 54-57, www.centerii.org/survey

Tools and Resources

Resources: Shared Leadership, The Mega System, pp. 40-46, www.centerii.org/survey Restructuring Handbook, pp. 70-73, 93-95, www.centerii.org/survey Establishing Team Structures to Drive Improvement CII, SIG Handbook, pp. 65-66, www.centerii.org/survey

2. Focus principals role on building leadership capacity, achieving learning goals, and improving instruction.

Tools: Decision-Making Indicators: Shared Leadership, The Mega System, pp. 54-57, www.centerii.org/survey See tools and forms in The Mega System: Deciding. Learning. Connecting. www.centerii.org/survey

Resources: Timeframe: See research syntheses and indicators of effective practice in the Handbook on Restructuring and Substantial School Improvement and The Mega System: Deciding. Learning. Connecting. www.centerii.org/survey Restructuring Through Learning-Focused Leadership, Restructuring Handbook, pp. 63-76.

3. Align professional development with classroom observations and teacher evaluation criteria.

Tools: See tools and forms in The Mega System: Deciding. Learning. Connecting. www.centerii.org/survey Resources: See research syntheses and indicators of effective practice in the Handbook on Restructuring and Substantial School Improvement

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Strand K Action Item
Timeframe:

Tools and Resources

and The Mega System: Deciding. Learning. Connecting. www.centerii.org/survey Using Operational Data, Including Classroom Observations, COI/CII, SIG Handbook, pp. 79-80, www.centerii.org.survey

4. Ensure that teachers align instruction with standards and benchmarks

Tools: Unit Plan Form, The Mega System, p. 77, www.centerii.org/survey Learning Plan Form, The Mega System, p. 79, www.centerii.org/survey Whole-Class Instruction Plan, The Mega System, p. 96, www.centerii.org/survey Student Learning Plan, The Mega System, pp. 108-111, www.centerii.org/survey

Timeframe: Resources: The Mega System, pp. 65-85, www.centerii.org/survey Align Instruction with State Standards, Restructuring Handbook, pp. 79-80, www.centerii.org/survey Aligning Instruction (Vertically and to Standards), COI, SIG Handbook, pp.109-110, www.centerii.org/survey

5. Monitor and assess student mastery of standards-based objectives in order to make appropriate curriculum adjustments.
Timeframe:

Tools: See tools and forms in The Mega System: Deciding. Learning. Connecting. www.centerii.org/survey

Resources: See research syntheses and indicators of effective practice in the Handbook on Restructuring and Substantial School Improvement and The Mega System: Deciding. Learning. Connecting. www.centerii.org/survey Using Student Data to Drive Instruction, COI, SIG Handbook, pp.113-116, www.centerii.org/survey Using Instructional Practice Data to Alter Strategies, COI, SIG Handbook, pp.117-120, www.centerii.org/survey Using Performance-Based Student Assessments, AACC, SIG Handbook, pp.131-132, www.centerii.org

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Strand K Action Item 6. Differentiate and align learning activities.
Tools: Student Learning Plan, The Mega System, pp. 108-111, www.centerii.org/survey

Tools and Resources

Resources: See research syntheses and indicators of effective practice in the Handbook on Restructuring and Substantial School Improvement and The Mega System: Deciding. Learning. Connecting. www.centerii.org/survey Timeframe: Differentiating Instruction, COI, SIG Handbook, pp. 111-112, www.centerii.org/survey Using Response to Intervention, COI, SIG Handbook, pp. 123-126, www.centerii.org/survey

7. Assess student learning frequently using standards-based classroom assessments.

Timeframe:

Tools: See tools and forms in The Mega System: Deciding. Learning. Connecting. www.centerii.org/survey Resources: What Works Clearinghouse Practice Guide: Using Student Achievement Data to Support Instructional Decisionmaking, www.ies.ed.gov/ncee/wwc See research syntheses and indicators of effective practice in the Handbook on Restructuring and Substantial School Improvement and The Mega System: Deciding. Learning. Connecting. www.centerii.org/survey Using Student Data to Drive Instruction, COI, SIG Handbook, pp. 113-116, www.centerii.org/survey Using Instructional Practice Data to Alter Strategies COI, SIG Handbook, pp. 117-120, www.centerii.org/survey Stiggins, R.J., Commodore, C., & Chappuis, S. (2010). Assessment Balance and Quality: An Action Guide for School Leaders, 3rd Edition. Needham Heights, MA: Allyn & Bacon. http://www.assessmentinst.com/assessment-balance-and-quality-an-action-guidefor-school-leaders-3rd-edition/ Stiggins, R.J., Arter, J.A., Chappuis, J., & Chappuis, S. (2009). Classroom Assessment for Student Learning: Doing It RightUsing It Well. Needham Heights, MA: Allyn & Bacon. (Fee). http://www.assessmentinst.com/ati-store/books/ . Training dvd is included with book, school packages (fee) are available at http://www.allynbaconmerrill.com/store/sales.aspx, and workbook included with book Seven Strategies of Assessment for Learning, Assessment Training Institute, http://www.assessmentinst.com/sites/default/files/Poster_7Strategies2_Color%5B1%5D.pdf Stiggins, R. J. (2007). Introduction to Student-Involved Assessment for Learning, (5th Edition). (2007). Upper Saddle River, NJ: Prentice Hall. http://www.assessmentinst.com/seven-strategies-of-assessment-for-learning-2/

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Strand K Action Item 8. Prepare standardsaligned lessons and differentiated activities.
Tools: Student Learning Plan, The Mega System, pp. 108-111, www.centerii.org/survey Resources: See research syntheses and indicators of effective practice in the Handbook on Restructuring and Substantial School Improvement and The Mega System: Deciding. Learning. Connecting. www.centerii.org/survey Timeframe: Differentiating Instruction, COI, SIG Handbook, pp. 111-112, www.centerii.org/survey Using Response to Intervention, COI, SIG Handbook, pp. 123-126, www.centerii.org/survey Support for Students with Disabilities, COI, SIG Handbook, pp. 173-174, www.centerii.org/survey Support for English Language Learners, COI, SIG Handbook, pp. 175-176, www.centerii.org/survey Identifying Students in Need of Support or Intervention, COI, SIG Handbook, pp. 171-172, www.centerii.org/survey

Tools and Resources

9. Provide sound instruction in a variety of modes: teacher-directed whole-class; teacherdirected small-group; student-directed small group; independent work; computer-based; homework.

Tools: See tools and forms in The Mega System: Deciding. Learning. Connecting. www.centerii.org/survey Improving Adolescent Literacy: Effective Classroom and Intervention Practices, Doing What Works, U.S. Department of Education, http://dww.ed.gov. Includes the research base, actual examples, artifacts and templates for use and/or adaptation

Resources: See research syntheses and indicators of effective practice in the Handbook on Restructuring and Substantial School Improvement and The Mega System: Deciding. Learning. Connecting. www.centerii.org/survey Choosing and Implementing Technology Wisely, NHSC, SIG Handbook, pp. 127-130, www.centerii.org/survey Accelerating Acquisition of Basic Reading Skills: Elementary and Middle School, COI, SIG Handbook, pp.133-136, www.centerii.org/survey

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Strand K Action Item
Timeframe:

Tools and Resources

Accelerating Acquisition of Basic Mathematics Skills: Elementary and Middle School, COI, SIG Handbook, pp. 137-138, www.centerii.org/survey Accelerating Instruction in Reading: Grades 9-12, NHSC, SIG Handbook, pp.139-142, www.centerii.org/survey Accelerating Instruction in Mathematics: Grades 9-12, NHSC, SIG Handbook, pp.143-144, www.centerii.org/survey Providing Advanced Coursework in High Schools, NHSC, SIG Handbook, pp.145-148, www.centerii.org/survey Implementing Competency-Based Instruction in High Schools, NHSC, SIG Handbook, pp.149-148, www.centerii.org/survey Using Response to Intervention, COI, SIG Handbook, pp. 123-126, www.centerii.org/survey

10. Demonstrate sound homework practices and communication with parents.

Tools: See tools and forms in The Mega System: Deciding. Learning. Connecting. www.centerii.org/survey Resources: See research syntheses and indicators of effective practice in the Handbook on Restructuring and Substantial School Improvement and The Mega System: Deciding. Learning. Connecting. www.centerii.org/survey

Timeframe:

11. Employ effective classroom management.

Tools: See tools and forms in The Mega System: Deciding. Learning. Connecting. www.centerii.org/survey How to Organize Your Teaching, Doing What Works, U.S. Department of Education, http://dww.ed.gov. Includes the research base, actual examples, artifacts and templates for use and/or adaptation.

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Strand K Action Item
Timeframe: Resources: See research syntheses and indicators of effective practice in the Handbook on Restructuring and Substantial School Improvement and The Mega System: Deciding. Learning. Connecting. www.centerii.org/survey Establishing a Supportive School Climate and an Effective Approach to Discipline, CII, SIG Handbook , pp. 187-188, www.centerii.org/survey Reducing Behavior Problems in the Elementary Classroom, IES Practice Guide, What Works Clearinghouse, http://www.centeroninstruction.org/files/Reducing%20Behavior%20Problems%20in%20Elementary%20School%20Classroom.pdf Duffy, H. (n.d.). Meeting the Needs of Significantly Struggling Learners in High School: A Look at Approaches to Tiered Intervention. American Institutes for Research, http://www.betterhighschools.org/docs/NHSC_RTIBrief_08-02-07.pdf Learn to manage a classroom like a Star Teacher, Haberman Foundation, http://www.habermanfoundation.org/Articles/Default.aspx?id=35

Tools and Resources

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